Read an article and then viewed this video of a class involved in learning by doing, including "grappling" with the content of a fifth grade math lesson. This quote from the article was of particular interest to me as it certainly relates to workshop in terms of the I Do, We Do, You Do gradual release model but also in terms of the importance of our students having a growth mindset.
"As Giselle and her class illustrate, students often don't need us to teach them new skills. They need us to give them opportunities to acquire those skills. At the same time, many students have been afflicted with **learned helplessness**, so be prepared for some pushback when you first pull back. But don't give in. Wean students off their dependence on you by establishing a **hierarchy of help** that cultivates self-reliance and collaboration. And if students still ask for help prematurely, tell them what I told my students: "I don't want to deny you the satisfaction you'll feel when you figure it out yourself."
This approach--which I think of as **You Do, We Do, I Do**--is far more empowering and engaging for students than traditional teacher-led instruction. It's also more likely to inspire them to dance."
Recently Beth did a strong presentation on the importance of the read-aloud to our first grade teachers. I found some resources that support the value of read-alouds to kids of all ages and some websites that have access to read-aloud recommendations. Hope the links work!
Click on the topic to go to the related page for further information.
GSD's Literacy First Initiative
Initial presentations
Articles to Read
Allington article regarding struggling readers
http://ptgmedia.pearsoncmg.com/images/9780205627547/downloads/Allington%20WRM%20RTI%20ch1.pdfGradual Release Information
Read an article and then viewed this video of a class involved in learning by doing, including "grappling" with the content of a fifth grade math lesson. This quote from the article was of particular interest to me as it certainly relates to workshop in terms of the I Do, We Do, You Do gradual release model but also in terms of the importance of our students having a growth mindset."As Giselle and her class illustrate, students often don't need us to teach them new skills. They need us to give them opportunities to acquire those skills. At the same time, many students have been afflicted with **learned helplessness**, so be prepared for some pushback when you first pull back. But don't give in. Wean students off their dependence on you by establishing a **hierarchy of help** that cultivates self-reliance and collaboration. And if students still ask for help prematurely, tell them what I told my students: "I don't want to deny you the satisfaction you'll feel when you figure it out yourself."
This approach--which I think of as **You Do, We Do, I Do**--is far more empowering and engaging for students than traditional teacher-led instruction. It's also more likely to inspire them to dance."
Common Core
Organizers, Forms, and Other Resources
Websites to check out
Intervention Information
Readers Workshop
Writers Workshop
Presentations
Read Aloud Information
Recently Beth did a strong presentation on the importance of the read-aloud to our first grade teachers. I found some resources that support the value of read-alouds to kids of all ages and some websites that have access to read-aloud recommendations. Hope the links work!
Resources
Exemplar Read Aloud Texts for Common Core (Blog)